The Waldorf School of Santa Barbara

About Us » Why Waldorf

Why Waldorf

Recent articles related to Waldorf® Education:
Newsday, March 22, 2014
The Waldorf School of Garden City, New Jersey, is cutting against the societal trend and shunning technology for elementary school students. They have no technology, encourage a "no screen" policy at home and go outside in any weather. The school, with 353 students in preschool through 12th grade, bans technology in its preschool and elementary school and gradually introduces it in middle school. In the high school grades, technology usage is fully integrated into learning. Click here to read full article.
LA Times, Oct. 27, 2013
If you want a device that can inspire, critique, counsel and put on a show, get a teacher.
The Los Angeles Unified School District's plan to supply every student with an iPad is, to be charitable, not going well. Before any more school districts decide to spend millions on high-tech gadgets, let me offer a few words of caution. Why me? Because I was there in 1986 when Apple computers were first lugged into elementary classrooms. Click here to read full article...
Tedx Talks,  May 8, 2013
Years ago asbestos was considered the "miracle fiber." Now it is considered highly toxic. What can we teach our children today that will continue to be relevant to them in a future world we cannot possibly envision? This fascinating talk explores the three basic capacities that must be developed in children to give them the tools to successfully engage in our rapidly transforming time.
CBS News, December 5, 2011
As teachers across the country turn to laptops and iPads as education tools, one school in Silicon Valley, Calif., has actually banned computers.


NBC Nightly News, November 30, 2011
From the moment you walk into the Waldorf School of the Peninsula there are clear signs that something different is happening. Allysun Sokolowski, a third-grade teacher, greets each one of her 29 students by name and shakes their hand as they enter the classroom

Boston Globe, November 20, 2011
How College Prep is Killing High School  By Russell W. Rumberger
A narrowing focus means more dropouts, says an expert. The Boston Globe reports on educational research that shows how Americans' view of high school needs to change. "A long-term study by sociologist John Clausen tracked children born in the Great Depression for six decades and found that those whose lives turned out best—who obtained more education, had lower rates of divorce, had more orderly careers, achieved higher occupational status, and experienced fewer life crises such as unemployment—shared something he labeled “planful competence,” a combination of dependability, intellectual involvement, and self-confidence. Those factors, he found, didn’t necessarily correspond to higher education or test scores. “There’s nothing that predicts better,” he wrote “than what they were like in high school.”


New York Times, October 23, 2011
New York Times education series continues on why Silicon Valley, Google, and other high-tech parents choose to educate their children in low-tech Waldorf schools.
NPR, February 21, 2008
Research shows that the increased tendency for children to play more and more with toys with specific uses, and play in controlled environments or through classes, such as gymnastics or karate, limits their imaginative play, and decreases the development of executive function needed for self regulation, a skill needed for success in school and in life.
Waldorf Resources
Everything you need to know about Waldorf Education.

Learn about Kim John Payne's Social Inclusion approach to conflict resolution, which has been adopted by City of Lakes Waldorf School. 
A site dedicated to news about Waldorf® Education.

This is a private site, intending to provide answers about Waldorf education, in depth, that parents and prospective parents may have, and to clear up some of the misconceptions that may exist about Waldorf education. Our intention is to provide a straightforward presentation of the facts about Waldorf education.

This site is simply a volunteer act by two people who are committed to the ideals of both Waldorf education and of anthroposophy.

30 Years of Excellence in Waldorf Teacher Education offering Full-Time and Part-Time programs for Kindergarten, Grades, High school, Subject and Remedial education teachers. Also, a center for transformative adult education and artistic renewal offering courses in Eurythmy, Biodynamic farming, Counsciousness Studies, Anthroposophy, and visual arts.

Offers a comprehensive collection of resources for Waldorf teachers,
homeschoolers, parents, and children from birth through high school.  Over 1200 titles on every subject of the Waldorf curriculum as well as children's books, titles on parenting, Anthroposophy, Biodynamic agriculture, Eurythmy, Transformative Arts, and medicine, as well as handwork supplies, natural-dyed silks, gifts, beeswax candles, toys, art prints, health and healing supplies from Dr. Hauschka, Weleda, and Flower Essence Services (FES).  Contact the bookstore for a free catalog or browse on-line.

Humanity (anthropos) has the inherent wisdom (sophia) to transform both itself and the world. The Anthroposphical Society is a world-wide organization that offers programs including, study groups, meditation workshops, lending library, lectures, festivals, and community service.

A project of the Research Institute for Waldorf Education.

AWSNA is an association of independent Waldorf schools and Waldorf teacher education institutes. AWSNA's mission is to strengthen and support the schools and to inform the public about the benefits of Waldorf Education.

The Rudolf Steiner Foundation is dedicated to the work and initiatives that have arisen out of Rudolf Steiner's insights. He was an innovative teacher and far-reaching social thinker of the early part of the 20th century. Rudolf Steiner addressed the soul and spiritual poverty that modern humanity had fallen into by challenging it to rise above materialism and to accept responsibility for the disadvantaged, the developing capacities of children, a life-sustaining earth, and the universe. He worked for the basic human principles of freedom in cultural affairs, equality in political affairs, and interdependence in a sustainable economy.